중등 교사의 다문화 교육 경험에 대한 현상학적 연구

초록

This qualitative study was conducted to explore the multicultural education experiences of secondary school teachers and their essential meaning. To this end, the authors conducted in-depth interviews with 10 secondary school teachers who have experience in practicing multicultural education and collected field data. The data were analyzed using phenomenological research methods. As a result, 277 meaning units, 12 subcategories, and 4 categories were derived. The concerns for students included ‘concerns about the experiences of discrimination among multicultural students’. The sense of distance from multicultural students included ‘experiencing a sense of disconnection’, ‘sadness about concealing identity’, and ‘frustration with efforts to help’. The transformation and understanding of multicultural perspectives included ‘sharing culture’, ‘discovery of strengths’, ‘self-awareness of prejudice’, ‘sympathy and understanding’, and ‘increased flexibility’. Educational efforts included ‘reorganization of curriculum’, ‘diversification of teaching and learning methods’, and ‘personality-centered life guidance’. Based on the results of this study, suggestions were presented for follow-up studies and secondary school teachers.

키워드